教资面试高中英语阅读浅析高中英语阅读教学教师的提问技能的论文.docx

教资面试高中英语阅读浅析高中英语阅读教学教师的提问技能的论文.docx

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教资面试高中英语阅读浅析高中英语阅读教学教师的提问技能的论文

教资面试高中英语阅读浅析高中英语阅读教学教师的提问技能的论文

[中文摘要]

阅读是学一门语言必备的技能，它是掌握语言的基础，也是获取信息的主要手段。

高中英语新课程标准也都强调英语阅读能力培养的重要性。

因此，如何上好阅读课以及培养学生的阅读能力就成了摆在教师面前的重要问题。

在提倡以学生为中心的课堂的情况下，教师必须探求如何在阅读课上引导学生进行阅读并促使他们积极地参与到教学活动中来。

而教师的提问策略作为英语阅读教学的主要方法，对引导学生进行如何有效阅读起着至关重要的作用，它很大程度上决定着教学质量的好坏。

然而，现在英语课堂上的提问策略存在种种问题，很多问题的有效性不高。

本文通过分析目前高中英语阅读教学中提问策略所存在的问题，总结分析提问的类型以及提问技巧策略，并对如何在高中英语课上有效应用提问技能提出了自己的看法。

1.Introduction

ReadingisoneofthefouressentialskillsinEnglishlanguagelearning.Asthemostimportantreceptiveskillinforeignlanguagelearning,readingisplacedatkeypositionintheNew

EnglishCurriculumStandard.However,Englishreadingcomprehensionhasbeenaheadacheformostofstudents,whodon’treallyknowhowtoread.Thushowtoteachreadingwidelyandeffectively

hasbecomeaproblemofutmostimportance.

Sofar,mostlearnersofEnglishasaforeignlanguageinChinalearnthetargetlanguagefromtheirteachersintheclassroom.Therefore,beingoneofthemostcommonlyusedteaching

strategiesinEFLEnglishasaForeignLanguageclassroom,questioningundoubtedlyplaysanimportantroleincarryingouteffectiveclassroomactivities.JustasGeoffThompsoninthe

TrainingTeacherstoAskQuestionspointsoutoneofthemainformsofinteractionbetweenthelanguageteacherandthelearneristhroughquestions.Questioningshouldbeemployedbothin

passingonknowledgeandindevelopinglearners’readingabilitiesinreadingclass.Byquestioning,teacherscanknowaboutatwhatlevelthestudents’proficiencyand,what’smoreimportant,

theappropriatequestionscanelicitstudentstoanalyzeandthinkaboutthekeypointsofthetext,whichenhancestudents’practicallanguageabilities.Infact,askingquestionseffectively

isnotaseffectiveasitseems.Teachers’questioningisnotasimpleteachingprocess.Itrequirestheteachers’effortsoffurtherstudyandrealpractice.

2.Analysisofquestioninginreadingclass

2.1Definitionofteachers’questioning

Questioningisaneffectiveteachingtechniqueinreadingclass.Thereisalonghistoryofstudyingquestionsingeneraleducation.Morethan2000yearsago,questioninghadattractedthe

educators’attention.ConfucianinChinapromotedelicitingteachingandSocratesadvocatedatalk-and-answermethod,whichareallmeaningfulineducationtoday.In1912,Americanscholar

Stevenwasthefirsttointroduceclassicalresearchinclassroomquestioning.Hesuggestedthatclassroomteachingisactuallyacircleofask-and-answeractivity.Researchersshowthatduring

acareerintheclassroom,atypicalteacherwillaskaboutoneandahalfmillionquestions.

Sowhat’steachers’questioning?

“Inclassroomsettings,teachers’questionsaredefinedasinstructionalcuesandstimulithatconveytostudentsthecontentelementstobelearnedand

directionsforwhattheyaretodoandhowtheyaretodoit.Questionsenableteacherstoengagestudentsinhigherlevelsofcognitionor,morespecifically,criticalthinking.”[1]Through

questioning,teachersenablestudentstoengageintheclass,gettingspecificinformation,understandingthepurposesofthetextandsavoringthebeautyofthetext,whichleadtoreachgoals

ofteachinginreading.Atthesametime,intheask-and-answerprocess,communicationbetweenteachersandstudentsisfrequent,whichundoubtedlygivestudentsmorechancestousetarget

language.

2.2TheImportanceofquestioninginreadingclass

“AccordingtoLarryA.Harris&CarlB.Smith,readingisthereader’sinteractionwithaprintedmessageinEnglishasasecondlanguageacrossarangeofactivethinkoperationsforsome

purposessuchastofindinformation,tocompareortoenjoyinoroutofclasses,guidedbyateacher.”[2]Theinteractionrequiresboththeextractionofinformationandanactiveresponse

toideas.Therefore,readingisnotapassivebutanactiveandconstructiveprocess.However,intraditionalteacher-centeredclassroom,theteacherisregardedasanauthority,whodominates

thewholeclass.Thisteacher-initiativeproceduretreatsstudentsaspassivereaders,whichspoilsstudents’interestsinreadinganditseffectiveness.Inrecentfewyears,moreandmore

emphasishasbeenputoncreatingstudent-centeredclassroom,wheretheteacherisjustanorganizeroraguideratherthanadominator.Asinstructionbecomesmorelearner-centered,teachers’

areincreasinglybeingaskedtoguidelearningratherthansimplydeliverinformation.Questioningisthemostimportanttoolteachershaveformeetingthisgoal.

Inthemostcommontypeofclassroomquestioningknownas‘IRF’Initiation-Response-Feedbackpattern,appropriatequestioningcanfulfillanumberofdifferentfunctions.Weusequestioning

inreadingteachingtostimulatethinking,assessstudentprogress,checkonteacherclarity,attractstudents’attention,maintainclassroomcontrol,emphasizekeypointsandhelpstudentsto

findouttheirdrawbacksandsoon.Questionsarethesparksthatignitesstudents’thoughtprocess.Thusteachersmustknowandusegoodquestioningstrategiestodevelopstudentsreading

abilities.

2.3Questioningintheprocessofreadingclass

Therearethreestepsofteachingofreading:

pre-reading,while-reading,post-reading.Therefore,questioningarevariousineverystep

ⅰInpre-readingactivity,therearemostlylead-inquestions.Teachersasksomequestionsaboutthereadingbackgroundandapplymanyelicitingquestionstostimulatestudentstothink,

memorizeandpredict.Thesequestionspromotestudentsintereststoreadthetext,improvestudents’readingefficiencyandgetmoreinformation.

ⅱWhile-readingactivityisthemostimportantactivityinreading.Displayquestionsarepresentedinthisstep,whichisaskedaccordingtothecontent,mainideasandlanguagepointsin

thistext.Throughsomedetailquestionsaboutthetext,studentsfindoutthekeywordsfromthetexttoanswerthequestions.ItnotonlymakeSstudentsunderstandthetextfully,butalso

provideSchancestousethetargetlanguage.

ⅲInpost-readingactivity,referentialquestionsareutilized.Afterreading,theteachermakesasummarythroughaskingquestionsaboutthesubject,writingstyle,andrhetorical

technique.Itencouragesstudentstoparticipate.

2.4Problemsofteachers’questioning

Questioningisoneofthemostimportantwaysintheteachingofreading.Butinreality,questioningarenotaseffectiveastheyareexpected.Highschoolteachersarenotfullyawareof

theeffectsofteachers’questioningonstudents’understandingofthetext.Theypaylittleattentiontothestrategiesofquestioninginthereadingclass.Asaresult,theteachers’

questioningisonlyasuperficialformofclassroomactivity,lackingthepracticalvalue.Itcan’tstimulatestudentstojoinin,norcanitdeveloptheirreadingability.Therearestillmany

problems:

2.4.1Lackofclearaimsinteachers’questioning

InhighschoolEnglishteaching,teachersarerarelyawareoftheirquestioningwhichaffectsstudentsofdifferentlevels.Manyteachersoftenaskquestionsjusttoknowwhichstudenthas

memorizedaparticularlanguagepoint,whichcontributeslittletounderstandthetextandstudentsarelikelytofeelboredandreluctanttoparticipate.What’smore,iftheteachers’aimof

askingquestionsisonlytoaskstudentstoanswer“Yes”or“No”,theclassroomatmospherewillbeboringandcan’tattractstudents.Suchquestionsshouldbeavoidedinordertohavean

effectiveteaching.

2.4.2Concentrationoflowerlevelsofquestions

Effectivequestioningsequencesshouldincludeamixtureofbothlowerlevelquestionsandhigherlevelquestionsandvarywiththeobjectivesofthelesson.Researchonteachers’questioning

revealedthatmostquestionsrequirestudentstomemorizethekeypointsinthetextandhighlevelquestionslikeevaluationquestionsarefew.Lowlevelquestionslike“whoistheman?

”

“Whenandwherewasheborn?

”canbefoundfromthetextsandstudentsjustneedtoreadouttheanswerwithoutanythought.Therefore,itcannotdevelopstudents’readingability.However,

highschoolteachersasktoomanyfactual,closedanddisplayquestions,andthesekindsofquestionscouldnotpromotestudents’interestinreading.

2.4.3Inadequatewait-time

Wait-timeisthink-time.Properwait-timegivesstudentstimetothink,butmostteacherstendnottowaitlongenoughbetweenquestionsorbeforeansweringtheirownquestions.Itisnot

goodforcallingonstudentstoparticipateinthereadingclass,especiallytothestudentswhoarenotconfidentinspeakinginpublic.Ontheotherhand,toomuchwait-timecanalsobe

detrimentaltostudentsresponsestoteachers’questioning.Becausewhennooneseemstobeabletoansweraquestion,morewait-timewillnotnecessarilysolvetheproblem.Theamountof

wait-timedependsuponthelevelofquestionstheteacherasksandstudents’proficiencylevels.

2.4.4Improperfeedbackandassessment

Refertoteachers’questioning,theirfeedbackandassessmentplaysanimportantrole.Ithelpslearnerselaborateontheirexistingunderstanding.Andfeedbackisalsoimportantfor

motivationbecauseitprovidesstudentswithinformationabouttheirincreasingcompetenceandhelpssatisfytheirintrinsicneedtounderstandhowthey’reprogressing.

ManyhighschoolEnglishteachershaveproblemswithhandlingstudents’response.Someteachersprovidenofeedbackandassessmenttostudents’answers,takingthemasnatureinclassroom

activities.Someteachersgivecasualorinadequateassessmentorfeedbacktotheanswersofstudents,simplyoffers“Yes”or“No”whichlowerstudents’enthusiasm.Othersgivenegative

fe